A study evaluated attempts to meet college students' needs through procedures involving differential reading assignments, in a variety of textbooks, based on how students classified themselves on a simple instrument. Students were placed in one of four modular groups based upon their response to an exercise, given on the first day of class, which asked them to pick the teacher, as described in four vignettes, with whom they most strongly identified. This choice then became the student's "classification" for the remainder of the module. For the attendance of lectures, students were asked to attend on those days which featured topics thought to be appealing to their "type" as revealed by their choice of teacher styles. This study report presents findings on: (1) average student grades earned by classification; (2) reading and textbook selection; (3) module in which enrolled, along with frequency of each; and (4) student ratings of the instuctor and teaching procedures. Appended is the reading list for the course as well as listings of recommended chapters by module. (JM)